Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic
Norah Almusharraf, Prince Sultan University & University at Buffalo ; Shabir Khahro, Prince Sultan University
iJET Volume 15, Number 21, ISSN 1863-0383 Publisher: International Journal of Emerging Technology in Learning, Kassel, Germany
This research aims to evaluate the level of postsecondary student satisfaction with online learning platforms and learning experiences during the novel coronavirus COVID-19 pandemic in the Kingdom of Saudi Arabia (KSA). This paper is based on the premise of transformative learning theories , which describe the learners’ authority and investment over their learning. Quantitative research was carried out using a survey that was sent out to 283 students enrolled at one higher education institution in KSA. These data were analyzed using SPSS. Average Mean Score (AMS) was used for data analysis, where the results are validated using the Standard Deviation (SD), Skewness and Kurtosis test, and Cronbach Alpha test. The research findings revealed that the students are satisfied with the university staff and faculty members who agreed on specific online platforms to use, grading system, assessment options, training workshops, online technical support, and more. The research findings also showed that participants were highly satisfied with Google Hangouts the most for lecture delivery, followed by Google Classroom and LMS (Moodle) for course management and assessments. With only respect to the students’ online learning experiences, the COVID-19 situation within this study context was handled adequately. This study calls for further research into the integration of professional development workshops and practical training courses for online learning and teaching to endorse innovative teaching techniques and alternative assessment plans for instructors, learners, administrators, and policymakers.
Almusharraf, N. & Khahro, S. (2020). Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (iJET), 15(21), 246-267. Kassel, Germany: International Journal of Emerging Technology in Learning.